David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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International Philosophical Quarterly 48 (4):471-492 (2008)
Emotion is usually conceived as playing a relatively external role in education: either it is raw material reshaped by rational practices, or it merely motivates intellectual reasoning. Drawing upon the philosophy of Hegel and Plato’s Socrates, I argue, however, that education is a process of existential transformation and that emotion plays an essential, internal role therein. Through an analysis of Hegel’s master and slave dialectic, I argue that emotions have their own logic and that an individual can be propelled to increasingly rational emotional stances (her emotions can be educated) by the demands of the emotional situationitself, even in the absence of any intellectual reasoning or rational training. Appealing also to the structure and content of Socrates’ conversations, I argue that intellectual reasoning can lead to self-overcoming only insofar as it involves a particular emotional orientation towards the emotional challenges of genuine learning, that is, insofar as it is “conscientious reasoning.”
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Herner Saeverot, Solveig M. Reindal & Stein M. Wivestad (2013). Introduction: Reconnecting with Existentialism in an Age of Human Capital. [REVIEW] Studies in Philosophy and Education 32 (5):443-448.
Sverre Wide (2009). On the Art of Being Wrong: An Essay on the Dialectic of Errors. Journal of Philosophy of Education 43 (4):573-588.
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